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Chapter 11

Chapter 11 . Technology in Mathematics and Science Instruction.

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Chapter 11

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  1. Chapter 11 Technology in Mathematics and Science Instruction

  2. Ms. Pedrowski teaches 3rd grade at Osseo Elementary School. During her lesson on the solar system, one of her students asks a question about Pluto's twin sister dwarf planet, Eris. Ms. Pedrowski isn't aware of any information about Eris. Based on this situation, what area of Tech-PACK does she need to address? • Technological knowledge • Pedagogical knowledge • Student knowledge • Content knowledge

  3. 2. Mr. Foster has been teaching high school math for the past 25 years. Recently, the math department has decided to require the use of graphing calculators by their students. Mr. Foster has had little experience using graphing calculators. What area of Tech-PACK should Mr. Foster focus on in his professional development? • Technological knowledge • Content knowledge • Pedagogical knowledge • Student knowledge

  4. 3. Ms. Hardy has spent the last 7 years teaching high school mathematics, and has been very active in pushing the department's use of technological tools. Before that, she was a high school physics teacher. This past year, she has been asked to teach one section of physics. She has kept her science licensure up-to-date, and stays current with the latest developments in the science of physics through subscriptions to various physics-related journals. What component of Tech-PACK might be an issue for her? • Technological knowledge • Content knowledge • Pedagogical knowledge • Student knowledge

  5. 4. Mr. Kettler has been teaching high school science for the past 25 years. Recently, the science department has decided to require the use of virtual manipulatives by their students. Mr. Kettler has had little experience using virtual manipulatives. What area of Tech-PACK should Mr. Kettler focus on in his professional development? • Technological knowledge • Content knowledge • Pedagogical knowledge • Student knowledge

  6. 5. Ms. Fricke is a 4th grade teacher at Hidden Oaks Elementary School. She has traditionally used manipulatives as part of her regular mathematics instruction. While these manipulatives have been very helpful, over the years, they have become worn out, broken, and lost. She would like to replace them with a new set, and possibly expand the number and types of manipulatives she has available to her students. Unfortunately, her school has faced severe budget cuts over the past several years, so there are no funds available. How can technology help in this situation? • Through the use of Math Blasters • Through the use of calculators • Technology cannot help in this situation. • Through the use of virtual manipulatives

  7. 6. Ms. Valdes teaches high school math. She requires her students to use a graphing calculator in her class. Some parents are concerned that this might be cheating, and that students should learn to complete the problems without the graphing calculators. How should Ms. Valdes respond to these concerns? • Point out that research has shown that these tools can improve students' understanding of functions and graphs. • Recognize that the parents have a point, and stop requiring her students to have graphing calculators. • Ignore the parents' concerns and continue requiring graphing calculators. • Gradually reduce the amount of work that requires graphing calculators to ease the parents' concerns.

  8. 7. Mr. McCoy teaches high school science. He is trying to find ways to connect science to his students' lives and life experiences. How can technology help him achieve this goal? • Through virtual dissection software • Through the use of probeware • Through authentic online projects • Through the use of e-books and podcasts

  9. 8. Mr. Jorgensen teaches 9th grade science. He is concerned that science knowledge is changing faster than his school library can keep up with, making research into different areas of science using the library difficult. How can technology help Mr. Jorgensen in this situation? • By streamlining the process of getting new materials into circulation in his school library • By using the Internet to access the latest information • By allowing his students to more quickly find information contained in the library • Technology cannot help Mr. Jorgensen

  10. 9. The Principles and Standards for School Mathematics, released in 2000 by the National Council of Teachers of Mathematics (NCTM), identifies six principles that address crucial issues fundamental to all school mathematics programs. Which of the following is one of those principles? • Constructivist approach • Challenging material • Integration • Equity

  11. 10. Which of the following is an implication for the selection and use of technology related to mathematics education? • Teachers should consider an appropriate combination of off- and on-computer activities. • Teachers should include as much technology as possible in their teaching. • Teachers should be very selective and rarely include much technology in their lesson plans. • Teachers should limit the use of calculators in their mathematics instruction.

  12. 11. Ms. McGreggor is a 7th grade science teacher at Oak Grove Middle School. She has had several requests from parents and students to eliminate the frog dissection unit because they feel it is cruel and wrong to have frogs bred specifically for dissection. Further, the parents have indicated that they will refuse to allow their children to participate in this unit if it is taught this year. Ms. McGreggor is considering the use of a virtual dissection unit as a form of compromise. The parents have indicated that they are comfortable with this approach; however, she has been informed by the district and the National Science Teachers Association that this is an unacceptable compromise, as the science standards require "hands-on/minds-on" science, and virtual labs don't qualify as "hands-on." What can Ms. McGreggor do to support her belief that students will learn as well or better from the virtual dissection exercise? • Have the members of the district curriculum participate in both types of lab exercises. • Use the virtual lab without the district's knowledge because it is the right thing to do. • Cite the Akpan and Strayer (2010) study comparing learning from simulated and in-person frog dissection. • Tell the parents there is nothing she can do.

  13. 12. Mr. Muellner is an elementary school teacher who is struggling to stay current in science and science-related issues so that he can effectively teach the science portion of the curriculum at his school. How can he make use of technology to help him with this problem? • By using virtual dissection labs • By making use of online professional development opportunities • By finding virtual science lessons on the Internet • By using electronic science books for his class

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